How can we apply the wealth of research from the cognitive sciences to improve teaching and learning? In these 3 short videos, Dr. Holly Gooding interviews Dr. Jennifer Meka, Director of the Woodward Center for Excellence in Health Sciences Education and Cognitive Skills Programs at Penn State College of Medicine Director, to find answers to thi

There's an increasing body of evidence that learning styles don't actually make much difference when it comes to how people learn. Here's the latest research article titled "Another nail in the coffin for learning styles?" digest.bps.org.uk/2018/04/03/ano… Via @researchdigest pic.twitter.com/kSyBr8fjQN

One of the biggest lessons from research is that many students don't really know how to study. Various studies have shown that students rate re-reading and highlighting as the most effective ways of revising when in reality they are often a waste of time giving an illusion of competence in the short term at the…

Writer Andrew Solomon has spent his career telling stories of the hardships of others. Now he turns inward, bringing us into a childhood of adversity, while also spinning tales of the courageous people he's met in the years since. In a moving, heartfelt and at times downright funny talk, Solomon gives a powerful call to action to forge meaning from our biggest struggles.

Today’s weekly digest is motivated by a paper on lecture capture that I (Carolina) am currently co-writing (1) . I thought it would be a good idea to put together a digest summarizing the evidence behind the benefits or pitfalls of recording university lectures.

Every single second, our brains take in an incredible amount of information — 11 million bits of information per second to be exact, Joseph Cardillo, Ph.D, writes in his book, Can I Have Your Attention? How to Think Fast, Find Your Focus, and Sharpen Your Concentration? But we actually pay attention to about 40 bits.

There is a growing interest among teachers and educationalists in cognitive psychology and psychological theories of learning, partly precipitated by ever growing discussion by high profile bloggers like David Didau, Daisy Christodoulou and Kris Boulton. While learning about the brain and considering how we think, learn or remember is certainly a worthwhile pursuit and may …

Not all memory is created equal. While some of us have detailed, context-dependent accounts of when and where we learned something, others seem to have a reserve of facts in their brain that they can pull from, independent of the original context in which they learned the information. Why does memory differ from person to... Read More

Mirjam Neelen & P.A. Kirschner What does it take to become an expert? According to the influential deliberate practice theory, achieving expert performance requires a vast amount of deliberate practice.

Last week, I gave a talk at researchED Math & Science at Oxford University. I have never been to a conference where the attendees seemed so genuinely excited! The place was buzzing as we prepared for the opening speech.

For those who couldn’t make it – or those who would like to look back at the slides – here they are, with a brief summary of the talk.

Last week, I gave a talk at researchED Math & Science at Oxford University. I have never been to a conference where the attendees seemed so genuinely excited! The place was buzzing as we prepared for the opening speech.

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